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111.
This study examines two experienced teachers’ transformations and sense of agency as they implemented a writer’s workshop curriculum with multi-lingual third grade students. Multiple lines of inquiry guide the study including communities of practice (Lave & Wenger, 1991), teacher identities in figured worlds (Holland, Lachicotte, Skinner, & Cain, 1998), and the ethic of care (Noddings, 1984/2003). A constant comparative method was used to analyze classroom observation notes, interviews and debriefing sessions (Glaser & Strauss, 1967). Findings indicate that teachers transformed their pedagogical practices around writing, and at the same time reconsidered what it may mean to become renewed professionals. 相似文献
112.
Teresa U. Berry Steven D. Milewski Manda C. Sexton Allison L. Sharp 《Public Services Quarterly》2020,16(2):71-82
AbstractCitation management programs are tools used to organize references and to create citations and bibliographies. Libraries are often the central point for providing training and support in using these tools. To determine how we could improve our support and training services, we surveyed users to determine what software in being used, why they chose that particular program, what features are important, and how they use citation management programs to collaborate. Results indicate that users chose a particular program because it was freely available or recommended to them by others and that they thought that importing references and creating citations were important features. We also found a majority of respondents used citation management programs to collaborate and turned to the library for training and support. 相似文献
113.
Laia Viladot Isabel Gómez Teresa Malagarriga 《European Journal of Psychology of Education - EJPE》2010,25(1):49-65
This work explores the study of interaction through discourse as a means for analysing and understanding the process of teaching
and learning music. Over the course of a didactic sequence, we assess classroom conversations dealing with the analysis of
a music score constituted as the reference for the process of creating a joint music composition. The group is made up of
a teacher and second-year elementary pupils (aged 9–10 years) at a music school. Eight categories of discourse are identified
that help to understand the strategies used to construct shared musical meanings. This knowledge is important for practitioners
when reflecting on the teaching-learning process. It is also useful for teacher training. 相似文献
114.
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116.
博物馆,生态博物馆,和反博物馆:解决遗产、社会和发展的思路 总被引:1,自引:0,他引:1
此探讨遗产与社会和发展间应当建立起新的关系。认为应当反思,从考虑遗产和其特性的方式上,尤其应当关注遗产地情况。在全球化的今天,化被认为是地区性的,——由地理边界划分。遗产的确定取决于它所处于的社会群体对价值的重要性的认识。因此,我们不能忘记民俗和传统的重要性是自发表现的。 地方遗产面对世界性强势化建立的不正当游戏规则的矛盾现实,所进行的运动是寻找有效的解决方法,世界遗产正在引起人们的重视。这样可能提供一种真正的生存,特别是对于小的社区,他们的社会经济结构和他们的价值观和行为动力相关联——确保可持续地发展他们的经济。地方社区才能对全部遗产的博物馆化作出反应。当我们考虑现在范例的时候,博物馆就可作为一种可持续发展的工具,以更加人性化的行动保护全部遗产。 相似文献
117.
Bernhard Strasser Sebastian Strasser Josef Tomasits 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2022,32(1)
Creatinine and estimated glomerular filtration rate (eGFR) are first-line laboratory parameters in the diagnosis of various renal diseases. In recent decades, cystatin C (cysC) has furthered the laboratory repertoire regarding renal status assessment and has been implemented in many clinical guidelines. Accordingly, with the establishment of cysC as a renal routine biomarker, further opportunities for assessing eGFR have been attained. Nevertheless, various limitations are still associated with cysC and creatinine analysis. Preanalytical errors could cause false results in both biomarkers. In our case, we were confronted with implausibly elevated creatinine levels due to preanalytical errors. 相似文献
118.
María Jos Castro-Castro Laura García-Tejada Ariadna Arbiol-Roca Lourdes Snchez-Navarro Loreto Rapún-Mas Isabel Cachon-Surez Marta lvarez-lvarez Dolors Dot-Bach Roser Güell-Mir Anna Corts-Bosch de Bassea Macarena Dastis-Arias Ana Sancho-Cerro Noelia Díaz-Troyano Teresa Escartín-Diez Diego Muoz-Provencio Rosa Navarro-Badal 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2022,32(1)
119.
The present study was undertaken to examine scatter analysis and Kaufman regroupings of WISC-R scores. Thirty-one non-learning-disabled children (NLD) and 29 learning-disabled children (LD) determined by individual IQ and achievement scores served as subjects. Scatter indices were computed within the Verbal and Performance subtests as well as between the Verbal and Performance IQ scales. Also, the regrouping categories proposed by Kaufman (1979) were examined. A significant difference in Verbal and Performance IQs was found between the LD and NLD group. Significantly more students in the LD group exhibited the Kaufman regrouping pattern than in the NLD group (p < .01). These results suggest that Kaufman regroupings and Verbal-Performance scatter analysis may be used to assist in diagnosing LD children. 相似文献
120.
Santiago Pelegrina M. Teresa Bajo Fernando Justicia 《Learning and individual differences》1999,11(4):899
Nelson & Narens (1990) proposed that the allocation of study time in self-paced memory tasks depends on the comparison between the norm of study (established before studying) and the level of learning reached. We explored the role of practice, instructions, and individual differences in determining the norm of study and optimizing performance. In Study 1, participants carried out various study trials involving different (but similar) lists of words. In Study 2, participants were instructed to attain either maximum recall or maximum speed. In Study 3, the study time spontaneously used by each participant was estimated. The effect of increasing or decreasing this time was observed. Memory span and speed of lexical processing were also measured. Finally, Study 4 estimated participants were able to adapt performance to objective criteria (e.g., instructions). However, the time that they spontaneously use tends to be the most efficient. Variations in these times lead to losses in efficiency. Differences in processing capacity or motivation seem not to determine the differences in study time. 相似文献